Teaching pack: Times Tables and Their Division (Year 3)

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Teaching pack · Year 3 Algebraseegongsik /au

Times Tables and Their Division: a week of ready-to-teach maths

Five days of lessons for Year 3 Algebra. Print this pack and the week is prepared: each day has a one-page plan and a student worksheet, plus times-table cards, division cards, a mini-check and every answer.

AC9M3A03

recall and demonstrate proficiency with multiplication facts for 3, 4, 5 and 10; extend and apply facts to develop the related division facts

Start here: five minutes to Monday

Skim the week at a glance on the next page.
Print the five days. Each day is two A4 sheets: a plan and a worksheet.
Cut out the times-table cards and the division cards once; they are reused all week.
Open the free interactive unit on your board. Every plan tells you which picture to show and which buttons to press.
Teach straight from the plan. Timings, talk prompts, misconceptions and answers are all on the one page.

No maths background needed

This pack is written for the busy generalist teacher. Year 3 learns the 3, 4, 5 and 10 times tables. Each table is a skip count of equal groups, and facts that do not come at once can be worked out from facts that do (4 × 7 is double 2 × 7). Every times fact also gives two division facts, because division is multiplication run backwards.

One day, one lesson

The five lessons fill a week of maths, one lesson of about 50 minutes a day. Run them in order: each day stands on the one before. Every plan marks a split point if your timetable runs two shorter sessions.

On the board

This pack is the printable half of a free interactive unit. The on-screen half has six interactive pictures (skip count the table, recall a fact, ten is a shift, flip to divide, division by a known fact, and the array holds four facts) plus a self-check quiz you can run as a class game on Day 5.

seegongsik.com/au/y3/algebra/AC9M3A03

Aligned to the Australian Curriculum V9 (AC9M3A03). This pack is original material from seegongsik, independently produced and not endorsed by ACARA. Curriculum content descriptors are (c) ACARA, licensed under CC BY 4.0. Free to print and use in class.

The week at a glance5 lessons

The week at a glance

One lesson a day for a week. Each day stands on the day before, so run them in order.

Day	Lesson	Children learn and do	On screen
1	Skip count the tables	Build the 3, 4, 5 and 10 tables by skip counting equal groups, and spot their patterns	Skip count the table
2	Recall a fact	Recall facts quickly, and work out a missing one from a fact you know (double, half, one more group)	Recall a fact
3	Ten is a shift	Multiply by ten and explain the shift, then halve a ten fact to find a five fact	Ten is a shift
4	Flip to divide	Turn a times fact into its two divisions, and divide by finding the times fact that makes the total	Flip to divide; Division by a known fact
5	The array holds four facts	Read an array as two multiplications and two divisions, and use fact families in stories	The array holds four facts

How the week builds

Days 1 to 3 build the four tables: skip counting first, then recall with helper facts, then the shift that makes the 10s (and the halving that makes the 5s). Day 4 flips every fact into division, and Day 5 shows a whole fact family in one array. It leans on Multiply and Divide (AC9M3N04) and Addition and Subtraction Undo Each Other (AC9M3A01).

Materials for the week (one trip)

From the classroom: scissors, pencils, mini whiteboards or scrap paper, this pack printed.
Counters or cubes, and base-ten blocks for Day 3.
An egg carton or a muffin tray for Day 5, to show an array.
Cut out once, use all week: the times-table cards and the division cards in this pack.

Words for the word wall

times, multiply, skip count, equal groups, table, fact, double, half, place, shift, divide, share, group, array, row, column, fact family

A note homeHome practice

Dear families

This week in maths, Year 3 is learning the 3, 4, 5 and 10 times tables, and how each times fact also gives a division fact.

Try this at home

Skip count together in the car or on a walk: in 3s, 4s, 5s or 10s, as far as you can go.
Ask one fact a day, then its flip: 4 × 6 = 24, so what is 24 ÷ 4?
Use helper facts: if 2 × 8 = 16, how does that help with 4 × 8?
Look for arrays at home: egg cartons, muffin trays, window panes. What facts do they show?

Our facts this week

Fill one row a day: a times fact, and the division it gives.

Day	Times fact	Division it gives
Monday
Tuesday
Wednesday
Thursday
Friday

Printed from the free seegongsik Times Tables and Their Division teaching pack · seegongsik.com/au/y3/algebra/AC9M3A03/pack

Day 1 · Teacher planDay 1 of 5

Skip count the tables

Each times table is a skip count of equal groups: count in 3s and you build the 3 times table, 3, 6, 9, 12. Year 3 learns the 3, 4, 5 and 10 tables, and each one has a pattern that helps children remember it.

We are learning to

skip count in 3s, 4s, 5s and 10s,
connect a skip count to equal groups (4 groups of 3 is 12, written 4 × 3 = 12),
notice patterns in the tables (the 5s end in 5 or 0; the 4s are double the 2s).

Success criteria

I can skip count in 3s, 4s, 5s and 10s.
I can say a times fact from a skip count.

You need

Counters or cubes, a handful per pair. The worksheet, one per child.

Lesson flow (about 50 minutes)

10 min	Count and clap Count in 3s together, clapping on each number, then in 4s. Stop after five claps each time. Ask: “Five claps counting in 3s reached 15. Which times fact is that?”
30 min	Build the tables Build tables on the board (see the box). Children finish the four skip-count strips, then read facts from them and look for patterns. Ask: “Look at the 4s: 4, 8, 12, 16. How are they like the 2s?”
10 min	Table race Pairs say one table aloud together to 10 groups while another pair checks it with counters. Ask: “Which table was easiest to say? Why?”

Two half-sessions instead? Split after the 3s and 4s strips; start Session B with the 5s and 10s.

On the board

Show “Skip count the table”: the 3 times table. Press “Add a group” up to 10 groups, chanting each total (3, 6, 9 and on to 30); “Back” steps down. “New table” brings the 4, 5 and 10 tables.

seegongsik.com/au/y3/algebra/AC9M3A03

Watch for these ideas

Counting in ones between the multiples and losing the count. Say only the skip numbers.
Skipping or slipping a number (3, 6, 9, 13). Each step adds the same amount.
Thinking 4 × 3 and 3 × 4 have different totals. The groups change; the total does not.

Answers

Strips: 3s: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30; 4s: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40; 5s: 5, 10, 15, 20, 25, 30, 35, 40, 45, 50; 10s: 10, 20, 30, 40, 50, 60, 70, 80, 90, 100.
Facts: 6 × 3 = 18; 7 × 4 = 28; 9 × 5 = 45; 8 × 10 = 80; 4 × 3 = 12 and 3 × 4 = 12.
Patterns: the 5s end in 5, 0, 5, 0; the 10s all end in 0; the 4s are the 2s doubled.

Day 1 · Worksheet

Skip count the tables

NameClassDate

Finish each skip count

Count in 3s

Count in 4s

Count in 5s

Count in 10s

Read a fact from your skip count

6 groups of 3 = ______, so 6 × 3 = ______

7 groups of 4 = ______, so 7 × 4 = ______

9 groups of 5 = ______, so 9 × 5 = ______

8 groups of 10 = ______, so 8 × 10 = ______

4 groups of 3 = ______ and 3 groups of 4 = ______

Patterns

What do you notice about the last digits in the 5s? In the 10s?

Day 2 · Teacher planDay 2 of 5

Recall a fact

Fluency means knowing a fact quickly, and having a way to work it out when it does not come. 4 × 7 is double 2 × 7 (double 14 is 28); 5 × 8 is half of 10 × 8 (half of 80 is 40); 3 × 9 is 2 × 9 and one more 9 (18 + 9 = 27).

We are learning to

recall facts from the 3, 4, 5 and 10 tables,
work out a fact we do not know from one we do (double, half, one more group),
check a recalled fact by skip counting.

Success criteria

I can recall facts in the 3, 4, 5 and 10 tables.
I can work out a fact from one I know.

You need

The times-table cards (cut-out sheet 1), one set per pair. The worksheet, one per child.

Lesson flow (about 50 minutes)

10 min	Quick fire Flash times-table cards; the class writes answers on whiteboards. Pairs sort their cards into “know it” and “working on it”. Ask: “Which facts came straight away? Which did you have to work out?”
30 min	Facts from facts Recall facts on the board (see the box). Children use the three helper moves on the worksheet, then do the quick-recall grid. Ask: “You know 2 × 7 = 14. How does that give you 4 × 7?”
10 min	Card pairs Pairs quiz each other with the “working on it” pile, saying the helper fact aloud. Ask: “Which helper fact did you use? Did it work every time?”

Two half-sessions instead? Split after the helper moves; start Session B with the quick-recall grid.

On the board

Show “Recall a fact”: 4 × 7. Ask for a helper fact, then take a vote and press the class’s choice of the three answers. “New fact” brings 5 × 8, 3 × 9 and 10 × 6.

seegongsik.com/au/y3/algebra/AC9M3A03

Watch for these ideas

Adding instead of multiplying (4 × 7 = 11). It is four groups of 7.
Doubling only once for the 4s (4 × 7 = 14). Four is double double: 14, then 28.
Writing 10 × 6 as 16 or 600. Ten groups of 6 is 60.

Answers

Double double: 4 × 3 = double 6 = 12; 4 × 6 = double 12 = 24; 4 × 8 = double 16 = 32; 4 × 9 = double 18 = 36.
Half of ten: 5 × 6 = half of 60 = 30; 5 × 7 = half of 70 = 35; 5 × 9 = half of 90 = 45; 5 × 4 = half of 40 = 20.
One more group: 3 × 6 = 12 + 6 = 18; 3 × 7 = 14 + 7 = 21; 3 × 8 = 16 + 8 = 24; 3 × 5 = 10 + 5 = 15.
Quick recall: 12, 25, 70, 20, 30, 15, 16, 90, 9, 50, 40, 6.

Day 2 · Worksheet

Recall a fact

NameClassDate

Double double (the 4s)

Example: 4 × 7 = double 2 × 7 = double 14 = 28.

4 × 3 = double ______ = ______

4 × 6 = double ______ = ______

4 × 8 = double ______ = ______

4 × 9 = double ______ = ______

Half of ten (the 5s)

Example: 5 × 8 = half of 10 × 8 = half of 80 = 40.

5 × 6 = half of ______ = ______

5 × 7 = half of ______ = ______

5 × 9 = half of ______ = ______

5 × 4 = half of ______ = ______

One more group (the 3s)

Example: 3 × 9 = 2 × 9 + 9 = 18 + 9 = 27.

3 × 6 = ______ + ______ = ______

3 × 7 = ______ + ______ = ______

3 × 8 = ______ + ______ = ______

3 × 5 = ______ + ______ = ______

Quick recall

3 × 4 = ______	5 × 5 = ______	10 × 7 = ______	4 × 5 = ______
3 × 10 = ______	5 × 3 = ______	4 × 4 = ______	10 × 9 = ______
3 × 3 = ______	5 × 10 = ______	4 × 10 = ______	3 × 2 = ______

Day 3 · Teacher planDay 3 of 5

Ten is a shift

Multiplying by ten moves each digit up one place, and a zero holds the ones: 7 × 10 = 70. The tens make the fives easy too, because 5 is half of 10: 5 × 7 is half of 10 × 7, so half of 70 is 35.

We are learning to

multiply a one-digit number by ten and explain the shift,
use a 10s fact to find a 5s fact by halving,
see the 10 and 5 patterns (the 10s end in 0; the 5s end in 5 or 0).

Success criteria

I can multiply by ten and say why a zero appears.
I can find a 5s fact from a 10s fact.

You need

A tens and ones chart for the board. Counters and base-ten blocks. The worksheet, one per child.

Lesson flow (about 50 minutes)

10 min	Ten groups Make 10 groups of 3 counters, then swap them for 3 tens rods. Write 30 on the tens and ones chart. Ask: “Where did the 3 go when we made ten groups? What sits in the ones?”
30 min	Shift it Shift numbers on the board (see the box). Children fill the worksheet chart, halve ten facts, then hunt for the 5s and 10s. Ask: “Is ‘add a zero’ the real reason? What happens to the 3?”
10 min	Half of ten Call a 10s fact (10 × 8 = 80); the class calls the 5s fact (5 × 8 = 40). Ask: “Why is 5 × 8 exactly half of 10 × 8?”

Two half-sessions instead? Split after the tens and ones chart; start Session B with Half of ten.

On the board

Show “Ten is a shift”: 3 × 10. Ask for the answer, then press “Multiply by ten” to see 30 and the shift. “New number” brings 7, 9 and 6; each time ask where the digit will go before the press.

seegongsik.com/au/y3/algebra/AC9M3A03

Watch for these ideas

Giving “add a zero” as the reason. The digit moves up a place; a zero holds the ones.
Writing 10 × 6 as 16 (adding 10 and 6). Ten groups of 6 is 60.
Halving the wrong number for the 5s (5 × 8 as half of 8). Halve the ten fact: half of 80.

Answers

Shift: 4 × 10 = 40 (4 tens, 0 ones); 8 × 10 = 80 (8 tens, 0 ones); 2 × 10 = 20 (2 tens, 0 ones); 5 × 10 = 50 (5 tens, 0 ones); 9 × 10 = 90 (9 tens, 0 ones).
Half of ten: 10 × 6 = 60, so 5 × 6 = 30; 10 × 4 = 40, so 5 × 4 = 20; 10 × 9 = 90, so 5 × 9 = 45; 10 × 7 = 70, so 5 × 7 = 35.
In the 5s: 15, 30, 45, 50, 60. Also in the 10s: 30, 50, 60.

Day 3 · Worksheet

Ten is a shift

NameClassDate

Times ten on the chart

Example: 7 × 10 = 70. The 7 moves into the tens; a 0 holds the ones.

Multiply	Tens	Ones	Answer
4 × 10
8 × 10
2 × 10
5 × 10
9 × 10

Half of ten

10 × 6 = ______, so 5 × 6 = ______

10 × 4 = ______, so 5 × 4 = ______

10 × 9 = ______, so 5 × 9 = ______

10 × 7 = ______, so 5 × 7 = ______

Fives and tens

Circle the numbers in the 5 times table. Put a box around the ones that are also in the 10 times table.

Day 4 · Teacher planDay 4 of 5

Flip to divide

Every times fact hands you two division facts: 4 × 7 = 28 gives 28 ÷ 4 = 7 and 28 ÷ 7 = 4. To divide, ask a times question: 20 ÷ 5 means 5 times what makes 20? 5 × 4 = 20, so the answer is 4.

We are learning to

turn a times fact into its two division facts,
solve a division by finding the times fact that makes the total,
divide by sharing and by grouping, and say which one a story needs.

Success criteria

I can write two divisions from a times fact.
I can use a times fact to divide.

You need

The times-table cards and the division cards (cut-out sheets 1 and 2), one set per pair. Counters. The worksheet.

Lesson flow (about 50 minutes)

10 min	Share and check Share 24 counters equally among 4 children. Then ask: 4 times what makes 24? Ask: “Did sharing give the same answer as the times fact? Why?”
30 min	Flip and find Flip facts and find divisions on the board (see the box). Children flip the worksheet facts, divide with a times fact, then solve the two stories. Ask: “To work out 35 ÷ 5, which times fact do you need?”
10 min	Match the cards Pairs match each times-table card with the division card from the same fact family. Ask: “How did you know 3 × 8 and 24 ÷ 3 belong together?”

Two half-sessions instead? Split after Flip to divide; start Session B with Division by a known fact.

On the board

Show “Flip to divide”: 3 × 4 = 12. Press “Make a division” (12 ÷ 3 = 4) and “And the other” (12 ÷ 4 = 3); “New fact” brings 4 × 7, 5 × 6 and 10 × 8. Then show “Division by a known fact”: 20 ÷ 5. The class chooses the fact that helps before you press; “New division” moves on.

seegongsik.com/au/y3/algebra/AC9M3A03

Watch for these ideas

Dividing the smaller number by the bigger (5 ÷ 20). The total comes first.
Choosing an adding fact (5 + 4 = 9) to divide. Ask: 5 times what makes 20?
Thinking division is a new set of facts to learn. Each division is a times fact flipped.

Answers

Flips: 18 ÷ 3 = 6 and 18 ÷ 6 = 3; 20 ÷ 4 = 5 and 20 ÷ 5 = 4; 45 ÷ 5 = 9 and 45 ÷ 9 = 5; 70 ÷ 10 = 7 and 70 ÷ 7 = 10; 32 ÷ 4 = 8 and 32 ÷ 8 = 4.
Divide: 15 ÷ 3 = 5 (3 × 5 = 15); 36 ÷ 4 = 9 (4 × 9 = 36); 25 ÷ 5 = 5 (5 × 5 = 25); 60 ÷ 10 = 6 (10 × 6 = 60); 27 ÷ 3 = 9 (3 × 9 = 27); 40 ÷ 4 = 10 (4 × 10 = 40).
Stories: 28 ÷ 4 = 7 bags (grouping); 35 ÷ 5 = 7 stickers each (sharing).

Day 4 · Worksheet

Flip to divide

NameClassDate

Flip it

Example: 4 × 7 = 28, so 28 ÷ 4 = 7 and 28 ÷ 7 = 4.

3 × 6 = 18, so ______ ÷ ______ = ______ and ______ ÷ ______ = ______

4 × 5 = 20, so ______ ÷ ______ = ______ and ______ ÷ ______ = ______

5 × 9 = 45, so ______ ÷ ______ = ______ and ______ ÷ ______ = ______

10 × 7 = 70, so ______ ÷ ______ = ______ and ______ ÷ ______ = ______

4 × 8 = 32, so ______ ÷ ______ = ______ and ______ ÷ ______ = ______

Divide with a times fact

15 ÷ 3 = ____ because 3 × ____ = 15

36 ÷ 4 = ____ because 4 × ____ = 36

25 ÷ 5 = ____ because 5 × ____ = 25

60 ÷ 10 = ____ because 10 × ____ = 60

27 ÷ 3 = ____ because 3 × ____ = 27

40 ÷ 4 = ____ because 4 × ____ = 40

Stories

1. 28 apples are packed in bags of 4. How many bags? Number sentence: ______________

2. 35 stickers are shared equally among 5 friends. How many does each friend get? Number sentence: ______________

Day 5 · Teacher planDay 5 of 5

The array holds four facts

An array shows a whole fact family at once: 3 rows of 5 is 3 × 5 = 15, the columns give 5 × 3 = 15, and the same dots split into rows or columns give 15 ÷ 3 = 5 and 15 ÷ 5 = 3.

We are learning to

read an array as two multiplications and two divisions,
write the fact family for an array,
use a fact family to solve story problems.

Success criteria

I can write the four facts an array shows.
I can use a fact family to solve a story.

You need

An egg carton or a muffin tray, and counters. The worksheet, one per child. The unit’s self-check quiz.

Lesson flow (about 50 minutes)

10 min	Egg carton Hold up a carton with 2 rows of 6 eggs (or counters). Ask for every fact it shows. Ask: “Which fact do you see in the rows? Which one in the columns?”
25 min	Four facts Reveal the divisions on the board (see the box). Children write the four facts for each worksheet array, then solve the three stories. Ask: “This array has 4 rows. Which division uses the 4?”
15 min	Class quiz Run the self-check quiz as a team game: teams hold up one, two or three fingers for their choice. Ask: “Which picture from this week would prove that answer?”

Two half-sessions instead? Split after the arrays; start Session B with the stories and the quiz.

On the board

Show “The array holds four facts”: 3 rows of 5, with 3 × 5 and 5 × 3. Ask for the two divisions, then press “Reveal the divisions”. “New array” brings 4 by 6, 5 by 4 and 10 by 3. Finish the week with the self-check quiz.

seegongsik.com/au/y3/algebra/AC9M3A03

Watch for these ideas

Writing only the multiplications. Every array also holds two divisions.
Reading 3 rows of 5 as 3 × 3. Count the dots in one row for the second number.
Mixing numbers from two families (15 ÷ 3 = 4). Use only the array’s three numbers.

Answers

4 × 3 = 12, 3 × 4 = 12, 12 ÷ 4 = 3, 12 ÷ 3 = 4.
5 × 6 = 30, 6 × 5 = 30, 30 ÷ 5 = 6, 30 ÷ 6 = 5.
3 × 7 = 21, 7 × 3 = 21, 21 ÷ 3 = 7, 21 ÷ 7 = 3.
10 × 4 = 40, 4 × 10 = 40, 40 ÷ 10 = 4, 40 ÷ 4 = 10.
Stories: 4 × 8 = 32 chairs; 24 ÷ 3 = 8 pencils for each table; 30 ÷ 5 = 6 rows.

Day 5 · Worksheet

The array holds four facts

NameClassDate

Write the two multiplications and the two divisions each array shows.

____ × ____ = ____ ____ × ____ = ____
____ ÷ ____ = ____ ____ ÷ ____ = ____

Stories

1. There are 4 rows of chairs with 8 chairs in each row. How many chairs? ______________

2. 24 pencils are shared equally among 3 tables. How many for each table? ______________

3. 30 children stand in rows of 5. How many rows? ______________

Cut-out cards 1 of 2Times-table cards

Times-table cards

Cut out the twenty cards: five facts from each of the 3, 4, 5 and 10 tables. On Day 2, flash them for quick fire and sort them into “know it” and “working on it”.

3 × 4

3 × 6

3 × 7

3 × 8

3 × 9

4 × 3

4 × 6

4 × 7

4 × 8

4 × 9

5 × 4

5 × 6

5 × 7

5 × 8

5 × 9

10 × 3

10 × 6

10 × 7

10 × 8

10 × 9

Teacher note, the answers: 3 × 4 = 12, 3 × 6 = 18, 3 × 7 = 21, 3 × 8 = 24, 3 × 9 = 27, 4 × 3 = 12, 4 × 6 = 24, 4 × 7 = 28, 4 × 8 = 32, 4 × 9 = 36, 5 × 4 = 20, 5 × 6 = 30, 5 × 7 = 35, 5 × 8 = 40, 5 × 9 = 45, 10 × 3 = 30, 10 × 6 = 60, 10 × 7 = 70, 10 × 8 = 80, 10 × 9 = 90.

Cut-out cards 2 of 2Division cards

Division cards

Cut out the twenty cards. On Day 4, pairs lay out the times-table cards and place beside each one the division card from the same fact family, then say both facts aloud.

28 ÷ 4

45 ÷ 5

21 ÷ 3

90 ÷ 10

30 ÷ 5

12 ÷ 3

60 ÷ 10

12 ÷ 4

36 ÷ 4

40 ÷ 5

24 ÷ 3

80 ÷ 10

24 ÷ 4

35 ÷ 5

18 ÷ 3

70 ÷ 10

20 ÷ 5

27 ÷ 3

30 ÷ 10

32 ÷ 4

Teacher note, the matches: 3 × 4 with 12 ÷ 3 = 4, 3 × 6 with 18 ÷ 3 = 6, 3 × 7 with 21 ÷ 3 = 7, 3 × 8 with 24 ÷ 3 = 8, 3 × 9 with 27 ÷ 3 = 9, 4 × 3 with 12 ÷ 4 = 3, 4 × 6 with 24 ÷ 4 = 6, 4 × 7 with 28 ÷ 4 = 7, 4 × 8 with 32 ÷ 4 = 8, 4 × 9 with 36 ÷ 4 = 9, 5 × 4 with 20 ÷ 5 = 4, 5 × 6 with 30 ÷ 5 = 6, 5 × 7 with 35 ÷ 5 = 7, 5 × 8 with 40 ÷ 5 = 8, 5 × 9 with 45 ÷ 5 = 9, 10 × 3 with 30 ÷ 10 = 3, 10 × 6 with 60 ÷ 10 = 6, 10 × 7 with 70 ÷ 10 = 7, 10 × 8 with 80 ÷ 10 = 8, 10 × 9 with 90 ÷ 10 = 9.

Mini-check · End of the weekTimes Tables and Their Division

What we know: Times Tables and Their Division

NameClassDate

Work on your own.

Skip count in 4s from 4 to 40: ______________________________________________
3 × 8 = ______ 5 × 7 = ______ 10 × 9 = ______ 4 × 9 = ______
You know 2 × 8 = 16. How does it help with 4 × 8? ______________ 4 × 8 = ______
6 × 10 = ______. What happened to the 6? ______________________________
10 × 7 = 70, so 5 × 7 = ______
Write two divisions from 4 × 7 = 28: ______________ ______________
40 ÷ 5 = ______. Which times fact did you use? ______________
Write the four facts this array shows: ______________________________________________

Mini-check · Answers and markingFor the teacher

Answers and marking guide

Answers

4, 8, 12, 16, 20, 24, 28, 32, 36, 40.
24; 35; 90; 36.
Double it: double 16 is 32, so 4 × 8 = 32.
60. The 6 moved up into the tens place and a 0 holds the ones.
35 (half of 70).
28 ÷ 4 = 7 and 28 ÷ 7 = 4.
8, because 5 × 8 = 40.
3 × 6 = 18, 6 × 3 = 18, 18 ÷ 3 = 6, 18 ÷ 6 = 3.

A quick three-level guide

Idea	Working towards	At standard	Beyond
Skip counting and recall (Q1, Q2)	counts in ones between the multiples	skip counts in 3s, 4s, 5s and 10s and recalls most facts	recalls all four tables quickly and explains a pattern in them
Facts from facts (Q3, Q4, Q5)	adds the two numbers instead of multiplying	doubles for the 4s, halves the ten fact for the 5s, and explains the shift for the 10s	chooses a helper fact for any table
Division (Q6, Q7, Q8)	divides the smaller number by the bigger	writes the divisions for a times fact and divides with a known fact	writes a fact family from an array and uses it in a story

Eight questions, three ideas. A child at standard recalls most facts in the four tables, works out the rest from a helper fact, and flips a fact into its divisions.

Weekly recordClass checklist

Weekly class record

Jot a tick as you move around the room; the mini-check fills any gaps. A tick a day is plenty.

Name	Skip counts	Recalls facts	Times ten	Divides	Fact families

The five columns are the five days: skip counting, recalling facts, multiplying by ten, dividing, and fact families from arrays.